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There have been increased calls for elementary teachers to integrate and connect knowledge across STEM disciplines. Along those lines, previous empirical research has identified known leverage points based on the disciplinary practices of representation and argumentation in math and science. Using the theoretical framework of resource theory, we analyzed data of pre-service teachers (PSTs) participation in open-ended performance assessments in math and science that asked them to utilize their subject matter knowledge and pedagogical content knowledge to address a realistic classroom challenge related to a hypothetical teaching scenario. Results show that the PSTs have a variety of productive knowledge resources related to generating and analyzing arguments and representations. We discuss the implications for elementary STEM teaching and teacher preparation.
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Designing formative assessments of early childhood computational thinking
With growing interest in supporting the development of computational thinking (CT) in early childhood, there is also need for new assessments that serve multiple purposes and uses. In particular, there is a need to understand the design of formative assessments that can be used during classroom instruction to provide feedback to teachers and children in real-time. In this paper, we report on an empirical study and advance a new unit of observational analysis for formative assessment that we call an indicator of a knowledge refinement opportunity or as a shorthand , KRO indicators . We put forth a new framework for conceptualizing the design of formative assessments that builds on the Evidence Centered Design framework but centers identification and analysis of indicators of knowledge refinement opportunities. We illustrate a number of key indicators through empirical examples drawn from video recordings of Kindergarten classroom lessons.
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- Award ID(s):
- 1842116
- PAR ID:
- 10438351
- Date Published:
- Journal Name:
- Early childhood research quarterly
- Volume:
- 65
- Issue:
- 4
- ISSN:
- 1873-7706
- Page Range / eLocation ID:
- 68-80
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1016/j.ecresq.2023.05.013
